iGenerasie : die gepastheid van die natuurwetenskaponderrig-en-leeromgewing binne 'n tersiere instelling
| dc.contributor.advisor | Botha, Marie Louise | en_ZA |
| dc.contributor.author | Nel, Tarina | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2020-02-24T13:55:29Z | |
| dc.date.accessioned | 2020-04-28T12:10:35Z | |
| dc.date.available | 2020-02-24T13:55:29Z | |
| dc.date.available | 2020-04-28T12:10:35Z | |
| dc.date.issued | 2020-03 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2020. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT : According to Fataar (2017), we “fail to teach effectively because we don’t understand the group that we teach”. The current research aims to address the question whether we understand Generation Z enough to teach them effectively, to meet their teaching and learning needs? GenZ is referred to as digital natives, they were born in a time where technology was readily available. To them, it is as common as pen and paper are to those generations which preceded them. They do not know a world without it. This research reveals that as educators, we fail to consider the impact of exactly that. There is a continually growing divide between us and those we teach. This research is an attempt to seek knowledge to communicate, connect and teach this generation better. The exponential growth of technology and the reality of the Fourth Industrial Revolution (4IR) will start to shape the world with or without our input. This research, however, suggests that if we as teachers are willing to consider our practices and have a mindset of understanding GenZ and creating an environment in which they thrive, we will be able to teach them the skills they need to deal with 4IR, and create their own future. During the literature review of this study the researcher considered who GenZ is and what this generation’s perspectives on life are and what formed these perspectives, and considered the future of the generation. The perspectives are further discussed with reference to those aspects relevant to education. Natural science and the nature of science are further considered. A short discussion on the sustainable development goals of the United Nations and 4IR follows. The literature review is concluded by contextualising the research within Stellenbosch University as a higher educational environment. The research design is a collective case study, conveyed in an interpretive approach and is analysed qualitatively through a triangular, constant comparative method. Participatory, formal observations were completed by the researcher by attending first-year lectures, semi-structured questionnaires were completed online by students of the relevant modules and semi-structured interviews were held with relevant lecturers. This research ultimately leads to an attempt by the researcher to communicate an urgency that more research on this topic is needed. Suggestions are made and although this research was concluded within the environments of natural science and higher education, the findings of the research lead to conclusions and suggestions not limited to these environments. In fact, the researcher suggests that the answer to meeting the educational and learning needs of this generation might effectively lie outside the traditional classroom. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Volgens Fataar (2017) “misluk ons om doeltreffend te onderrig omdat ons nie die groep verstaan wat ons leer nie”. Die doel van hierdie navorsing is om die vraag te beantwoord of ons Generasie Z (GenZ) genoegsaam verstaan om hulle doeltreffend te onderrig, en om in hulle onderrig- en leerbehoeftes te voorsien? GenZ word digitale inboorlinge genoem aangesien hulle gebore is in ’n tyd waarin tegnologie geredelik beskikbaar was. Vir hulle is dit so alledaags soos wat pen en papier is vir die generasies wat hulle voorafgegaan het. Hulle ken nie ’n wêreld daarsonder nie. Hierdie navorsing onthul dat ons as opvoeders nie presies die impak daarvan oorweeg nie. Daar is ’n voortdurend groeiende skeiding tussen ons en diegene wat ons leer. Hierdie navorsing is ’n poging om kennis in te win sodat ons beter met hierdie generasie kan kommunikeer, om met mekaar te skakel en te leer. Die eksponensiële groei van tegnologie en die realiteit van die Vierde Industriële Revolusie (4IR) sal die wêreld begin vorm gee met of sonder ons insette. Hierdie navorsing dui egter daarop dat indien ons as opvoeders bereid is om ons praktyke te heroorweeg en ’n ingesteldheid te hê om GenZ te verstaan en ’n omgewing te skep waarin hulle floreer, ons vir hulle die vaardighede sal kan leer wat hulle nodig het om 4IR te hanteer, en hulle eie toekoms te skep. Tydens die literatuuroorsig van hierdie studie het die navorser gekyk wie GenZ is, wat die perspektiewe van hierdie generasie op die lewe is en wat hierdie perspektiewe gevorm het, en oor die toekoms van die generasie besin. Die perspektiewe word verder bespreek met verwysing na die aspekte wat relevant vir die onderwys is. Natuurwetenskap en die aard van wetenskap word verder in oorweging gebring. ’n Kort bespreking oor die Verenigde Nasies se doelstellings vir volhoubare ontwikkeling en 4IR volg. Die literatuuroorsig word afgesluit met die kontekstualisering van die navorsing binne Universiteit Stellenbosch as ’n hoëronderrigomgewing. Die navorsingsontwerp is ’n kollektiewe gevallestudie, oorgedra in ’n interpretatiewe benadering en word kwalitatief ontleed op ’n trigonale, konstante-vergelykende metode. Deelnemende, formele waarnemings is deur die navorser voltooi deur eerstejaarlesings by te woon, semigestruktureerde vraelyste is aanlyn deur studente van die betrokke modules voltooi en semigestruktureerde onderhoude met relevante dosente is gevoer. Hierdie navorsing lei uiteindelik tot ’n poging van die navorser om die dringendheid hiervan te kommunikeer sodat meer navorsing oor hierdie onderwerp onderneem kan word. Voorstelle word gemaak, en hoewel hierdie navorsing binne ’n natuurwetenskaplike hoëronderrigomgewing plaasgevind het, lei die bevindinge van die navorsing tot gevolgtrekkings en voorstelle wat nie tot hierdie omgewings beperk is nie. Die navorser stel voor dat die antwoord om doeltreffend in die onderrig- en leerbehoeftes van hierdie generasie tevoorsien, moontlik buite die tradisionele klaskamer lê. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | xiii, [285] pages ; includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/107944 | |
| dc.language.iso | af_ZA | af_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Science -- Study and teaching (Higher) | en_ZA |
| dc.subject | Science teachers | en_ZA |
| dc.subject | Generation Z | en_ZA |
| dc.subject | UCTD | |
| dc.title | iGenerasie : die gepastheid van die natuurwetenskaponderrig-en-leeromgewing binne 'n tersiere instelling | af_ZA |
| dc.type | Thesis | en_ZA |